Professional Documents
Culture Documents
57
ANNALES
U N I V E R S I TAT I S M A R I A E C U R I E - S K Ł O D O W S K A
LU BLI N – P O L ONIA
VOL. XXIV, 1 SECTIO K 2017
ABSTRACT
The main idea of the article is to show the importance of education as a factor in identifying the middle
class. This means that people with middle class status are involved in various structures of society and they
have reached prestigious positions respectively which, in turn, affect the extent of their inclusion in society.
Middle-class representatives have complete and successful career realization, and they are significantly
more influential from a social point of view in comparison to other individuals which are less integrated
and less successful following the public indicators of personal success: education, income, prestige and
political power. The paper is primarily based on results obtained through the European Social Survey (ESS)
under the 2006, 2009 and 2013 waves. Findings of the present paper are that quality education is not only
a function of effort, ambition and persistence, but also of parental involvement, culture capital and family
background. Educational achievements are a stimulus for middle-class expansion because they present
investment in social contacts and competition on the labour market.
INTRODUCTION
The middle class is viewed upon as a current issue which includes both the-
oretical and practical comprehension of the contemporary social differentiation,
in order to create a structural closeness and mobility in society. The middle strata
and classes have their own potential for developing society and they reveal their
specifics and characteristics in the national context. On the other hand, in a com-
58 VALENTINA MILENKOVA, DOBRINKA ST. PEICHEVA
parative perspective, the middle classes exhibit the presence of convergence in the
unfolding of the stratification reality in the separate countries. The grounds for the
existence of the middle class, its characteristics and definitions, its structures, forms
of developments, semantic connotations, models of consumption – these are the
basic themes which have become the subject of research in the academic tradition
for the middle class studying. The leading idea is that the middle class is of vast
importance in the social plan because it creates stability, ensures a balance and pro-
vides growth as it encompasses active, enterprising and educated people. Shortening
distances between “top” and “bottom” changed class ratio in economic and power
aspects [Treiman, Ganzeboom 2013: 126; Domanski 2006: 87–100; Hanhinen 2001:
13–16]. Middle-class identification under Bulgarian conditions means convergence
to the stratification structure in the developed societies and finding similarities
with them.
The basic issues of the article are: 1) Prosperity of the society depends on the
increased share of the middle class in social context. 2) Education is a specific factor
for the creation of the middle class. 3) Education is a prerequisite for individual and
social mobility and well-being. Which are the factors often ascribed in modern usage
to a “middle class”? The most often forwarded indicators of the middle class are:
• completion of tertiary education,
• holding professional qualifications,
• wealth,
• environment of upbringing,
• social network, manners and values, etc.
This means that people with middle class status are involved in various struc-
tures of society and they have reached prestigious positions respectively which, in
turn, affect the extent of their inclusion in society. Thus, education and especially
higher education is significant prerequisite for the formation of a middle class.
Middle class representatives obtain complete and successful career realization, and
they are significantly more influential from a social point of view in comparison to
other individuals which are less integrated and less successful following the public
indicators of personal success: education, income, prestige and power.
Education is a basic factor for middle class creation because it is connected with:
• acquiring the “instrumental culture” (Bernstein), including instruction knowl-
edge, skills and qualifications, so education is a prerequisite for higher pro-
fessionalism and better role conducting;
• passing of “expressive culture” (Bernstein), including rules, norms, values,
behavior models, being a condition for more strict following the social rules
reflecting the fact that more educated people are more socialized (Inlkeles).
Middle Class and the Importance of Education. Socio-Cultural and Political Aspects 59
In 2013, there is growing percentage of people who do not have a clear position
(“neither agree, nor disagree”) towards educational opportunities when compared to
2009. The obtained results are indicative that respondents manifested doubts in the
national educational system. As a matter of fact, in a normative perspective, several
political documents have been adopted concerning increasing educational opportu-
nities for inclusion: National Programme for the development of school education
and preschool training and upbringing (2006–2015); Joint Memorandum on Social
Inclusion, Bulgaria (2005); Actualized Employment Strategy (2008–2015); Educa-
tional Integration of Ethnic Minorities Children and Students Strategy (2005–2015);
National Programme for a Fuller Coverage of Students of Obligatory School Age;
National Strategy for Lifelong Learning (2014–2020). In reality, however, for а short
a period those policy documents did not affect the educational environment.
Education is important in personal and social plan because people with higher
education are:
• more critical,
• more open to changes,
• more disposed to improvement,
• better professionals,
• they have ambitious to enhance their qualification,1
1
LLL surveys were dedicated to the indicating the attitudes and real activities towards continuation of
education and to the increasing of the qualification of higher educated people in the country [Boyadjieva 2012].
60 VALENTINA MILENKOVA, DOBRINKA ST. PEICHEVA
• they have more knowledge for the world and social situation,
• they find jobs easier and their incomes are higher when compared to incomes
of other people,
• they have higher political involvement and responsibility.
The attitude towards criticism and great expectations among people of higher
education (who are mainly representatives of the middle class) was demonstrated
through the next question: “What is the situation in our educational system?” The
estimation [ESS, 2006, 2009, 2013] was made on a 10-grade scale from 00 – “very
bad” to 10 – “very good” (Table 2).
Table 4. Time for newspapers, radio and TV news (broadcasts) on a working day (%)23
Watching TV Watching TV Listening to radio Newspaper
political broadcasts political broadcasts political broadcasts2 reading3
(2009) (2013) (2009) (2009)
No time at all 10.9 6.5 11.6 12.4
Less than 0.5 hr. 25.5 18.5 16.1 28.8
0.5–1 hr. 34.4 34.8 8.8 10.7
1–1.5 hr. 12.7 16.0 3.7 2.2
1.5–2 hr. 6.6 8.4 1.8 0.7
2–2.5 hr. 2.4 3.8 0.6 0.1
2.5–3 hr. 1.1 2.2 0.6 0.1
More than 3 hr. 2.2 6.1 1.5 0.1
Don’t know 4.3 3.1 55.4 45.0
Source: Authors’ own studies.
The registered civil and political activity of Bulgarians in 2006, 2009 and 2013
[ESS] is also very low (Tables 5, 6, 7).
Table 5. Activity in a political party or an action group for the last 12 months (%)
2013 2009
Yes 3 3.6
No 96.7 96
Don’t know 0.2 0.4
Source: Authors’ own studies.
2
This question was not included in the 6th round of ESS – 2013.
3
Ibidem.
Middle Class and the Importance of Education. Socio-Cultural and Political Aspects 63
Data quoted here demonstrate that modern Bulgarians – already tired of polit-
ical events, of promises – are quite disappointed with unrealized expectations of
well-being, of justice and of improving of social life. Moreover, a vacuum, which
was the result of the clash of hopes (individual and social) and lack of actual practical
changes, has appeared. Political activity is dominated by middle class representatives,
albeit weakly expressed [ESS 2009]:
• 63% of respondents included in political parties have a higher education
diploma;
• 85% of persons involved in managerial bodies of political organizations are
of higher education;
• 89% of people watching political TV broadcasts have a university degree;
• 68% of respondents reading newspapers are of higher education.
In contemporary societies social position has been described and perceived in
terms of meritocracy as a function of personal talent and efforts; and those who
deserve to succeed – reach it, while the others with lesser possibilities – fail. And
because mobility is a movement both “upwards” and “downwards” personal failures
are a consequence of the competitive situation and the inability to prove oneself in
society. Mobility has different dimensions, but “basic abilities necessary to a con-
solidation in a social plan include mastering of one basic knowledge and abilities of
technological and social nature, which is the possibility for development and actions
in a complex and highly technological environment, characterized mostly by the
significance of information technologies” [Berghman 1995].
In the long run, processes of social participation are dynamic and multidimen-
sional by nature, they are connected with work and income levels, with degrees of
education and abilities, with citizenship, and participation in local community. In
order to achieve success, members of a community or society have to share different
institutions – school, health care, public transport. Those shared institutions contribute
4
Ibidem.
64 VALENTINA MILENKOVA, DOBRINKA ST. PEICHEVA
to the feeling of solidarity in the population, which is why exclusion and inclusion
can be considered in “economic, political, social terms” [Giddens 2001: 323].
In that context we can identify the role of education as a factor for mobility and
prosperity, as a condition for advancement and stability, because, in fact, it is not
coincidence that it is education and science that are evaluated as “driving forces” of
European society, referred to as “knowledge society” and “whole life studying society”.
Table 8. The extent to which education is important for success in today’s life (%)6
Exceptionally Not quite Absolutely not
Very important Important Don’t know
important important important
42.4 30.4 17.7 5.1 1.6 2.8
Source: Authors’ own studies.
5
Data from the survey established that in comparison with the year 1966, social groups went through
dynamical increasing of their education and status [Tilkidjiev 1988: 284–286].
6
This question was not included in ESS from 2009 and 2013.
66 VALENTINA MILENKOVA, DOBRINKA ST. PEICHEVA
Compared data concerning the educational profile of respondents and their parents
show a change in direction of increase of educational status , which is indicative for:
1) the presence of inter-generation mobility; 2) the fact that education is considered and
estimated as an important factor for success and individual development; 3) the fact
that the number of both secondary and higher education respondents and their parents
has increased in 2009 when compared to 2006; 4) increasing the share of respondents
with higher education in 2013 when compared to 2009. All that comes to support the
thesis that education is not only a value, it is actually mapped on educational strate-
gies of Bulgarians (although, as a matter of fact, educational aspirations and realized
strategies of Bulgarians are marked with certain modesty, related to a European scale).
At the same time, educational achievements are not only a function of efforts and
ambitions but also of family involvement which means that education attainments and
well-being are connected with family environment and its importance for individuals.
That is so because high parental status creates conditions for children to attain – just
like their parents – high educational achievements and positions.
Middle Class and the Importance of Education. Socio-Cultural and Political Aspects 67
The role of family and the influence of educational status of middle class parents
on generations are expressed through the choice of a school by children. The school
choice is actually ruled by specific determinants of parents’ social and educational
identity, but it is also dependent on economic and financial living conditions. In
that sense, even when there is no expressed partiality when it comes to selection of
students, its social character is preserved due to social definiteness of educational
attainments [Grusky 2008; DiMaggio 1982].
We have studied the parents’ educational status of students in several Bulgarian
foreign languages high schools, supporting the thesis of cultural capital and repro-
duction [Bourdieu 1977; Bourdieu, Passeron 1977]. Cultural capital as a system of
implicit and deeply internalized values and resources transferred to generations is
influenced by social class, race (ethnos) and parents’ education [Lareau, Weininger
2003]. Cultural capital examined as particular cultural practices, activities, resources,
concerns school results, educational attainments and future social individual choices
[Ganzeboom et al. 1990; Kalmijn, Kraaykamp 1996; Dumais 2002].
Educational values, embodied into mechanisms of educational system urge
parents and students to compete for places at high quality schools – they choose
to take part in that competition and so they become part of the reproduction of the
dominant culture when they value one type of education and not another; when they
tolerate particular skills and qualification, which actually are artefacts. Following
of the dominant culture by families symbolizes gaining mobility resources through
access to high status education. And so it turns out that school choice is one of the
significant biographical acts, and, as Anthony Giddens stated, the choice connects
“power” and “stratification” [Giddens 1995]. It is important to put an accent on di-
verse institutional nets in which children contact as well as on to the parents’ effort
to guide their children's success in specific fields.
Through the following analysis we are going to try and show how cultural capital
inherited through family and incorporated into children is transferred to respective
educational institutions, which tolerate a particular type of profiling and socialization,
which ultimately leads to the reproduction of the capital. Important indicator for the
definition of school prestige can be derived by the number of the candidates for this
institution. In the last five years (2008–2013), 71% of the candidates (after the 7th
grade) in the City of Sofia have indicated, among their first five preferences, several
foreign language schools – the German Language High School, the First English
Language High School, the Spanish Language High School, the Second English
Language High School, and the French Language High School. Subsequently, the
entrance grades for those schools were the highest – in that order7. Thus, selective
7
For that reason, in the following analysis, the notion of “elite schools” implies foreign language
schools.
68 VALENTINA MILENKOVA, DOBRINKA ST. PEICHEVA
process becomes possible just because of the great number of candidates and one
can select the best among them, in that case, the individuals with the highest grades.
Language high schools show the following important features, which distinguish
them substantially from the other secondary educational institutes:
1. High degree of selectivity at the entrance in the choice of pupils;
2. A specific individual profile of teachers, combining high professionalism with
higher expectations and demands by their students.
3. Competitive spirit and great competitive power of graduates of foreign language
schools in continuing their education at higher schools. Middle class parents know
that education in middle school, which ensures the enrollment in a good university, is
especially important for the future life chances of their children [Roberts 2015: 93–108].
EMPIRICAL DATA
– fathers: 92.0% from the English language school had a university degree,
95.6% from the German language school and 93.2% from the French language
school, while 46.7% from school No. 81 and 42.2% from school No. 40 had
a higher education diploma;
– mothers: with higher education – 85.6% from the English language school,
91.9% from the German language school, 92.2% from the French language
school as opposed to 45% from School No. 81 and 42.0% from School No. 40.
8
Using a standardised interview with respondents as the main research technique is focussed on the
education and profession of parents in more detail later on.
9
Control-group was important for results. There were 100 students and 10 teachers from each school
to be surveyed. The methodology included standardised interview with teachers, group inquiry with stu-
dents, information of the state of the school given by schoolmasters, opinions of experts from the Regional
Inspectorate in Sofia on 10 school subjects.
Middle Class and the Importance of Education. Socio-Cultural and Political Aspects 69
It is necessary to note the tendency that husbands in the middle-class family have
a similar educational background, which creates a trans-generational reproduction,
distinct middle-class lifestyles, and compete for higher positions than their parents
[Roberts, 2015: 93–108].
Profession
The parents of the respondents from foreign language schools were mainly
middle-class statuses (over 85%) – doctors (25%), teachers (4%), engineers (7%),
diplomats (3%), lawyers (21%), economists (9%), scientists (5%), journalists (11%),
12% ran their own business; compared to less than 30% of the representatives of the
middle class from the control-group of schools Nos. 81 and 40 (Sofia).
It is clear from those data that individuals coming from the middle class were not
only potential candidates, but the most frequent users of foreign language training
as well. And that is so, because middle-class representatives in any case guarantee
a greater affinity to those linguistic and social practices supporting them, while
generational traditions and life styles affordable to those families gave a significant
advantage to their representatives. Foreign language secondary schools, to a great-
er extent than general education schools, are identified as places for confirming
meritocracy standards, supported by teachers’ demands as well. In general, on the
background of the decreasing quality of education, and that was shared by all the
Inspectorate experts, as well as by the interviewed teachers, foreign language schools
were to a lesser extent influenced by devaluation of educational grades and marks.
In the process of thinking, one somehow gets lost in what is prerequisite and what
is a consequence, what is cause and what is the result, as talented students demand
highly qualified teachers, and the latter stimulate the intellectual development of their
students, their aspirations and ambitions. But that is only on the first glance because
within the framework of an elite school predominant place and sensible role is given
to selection, starting at the “entrance”, passing through the training process and at
the “exit”. Language schools can support a definite element of continuity between
parents and children in this country, as well. It is necessary to emphasize the fact
that 61% of students from the non-representative sample had parents who graduated
a foreign language school. That fact in itself is indicative of raising language school
position as a recognized institutional mechanism of socialization being closest to
family expectations and aspirations [Bourdieu 1989]. In that aspect, we have followed
up cultural capital including educational and professional profile of parents, cultural
practices, and tastes, valid both for families and for children.
70 VALENTINA MILENKOVA, DOBRINKA ST. PEICHEVA
CONCLUSIONS
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